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This article examines the contemporary Swedish policy responses to increased cultural and linguistic diversity in the field of early childhood education and care (ECEC). More specifically, it explores how national authorities and organizations initiate collaborations, use and produce policy knowledge and identify priorities and challenges. The analysis draws on a review of policy texts and in-depth interviews with high-level policy actors who act as an epistemic community. Using the concepts of representations and problematization, this study connects the generation of policy knowledge on diversity with the identification of solutions to address cultural and linguistic diversity. The findings suggest a consensus over the definitions of priorities for diversity policies in ECEC within this epistemic community. A core priority is emphasizing the importance of the Swedish language within a wider multilingual approach linked to increased participation in preschools, and to discourses of school readiness and societal integration. Yet, there is a tension between identifying policy priorities and structural challenges at different levels. Unequal conditions, residential segregation and lack of educated preschool staff present difficulties that require a more comprehensive approach than those taken by the official policy frames.

The aim of this article is to examine contemporary conceptualizations of cultural and linguistic diversity in the Swedish policy for early childhood education and care (ECEC). The analysis draws on in-depth interviews with high-level policy actors and the analysis of documentary material. Using the concepts of interculturality and hybridity as theoretical tools, the study explores understandings of diversity at preschool and connects these with the role of preschool in culturally and linguistically diverse settings. The findings suggest that the concept of diversity is (a) embedded in dynamic notions of culture, (b) articulated within discourses of democratic citizenship, and, (c) its enactment is promoted in time and space where negotiation and dialogue emerge. Within the context of increased population diversity, there is consensus over the core functions of the Swedish language in preschool, while discourses of multilingualism are characterised by positive yet complex and sometimes diversified constructions. These are reflected in the multiple roles assigned to preschool based on preparing, preventing, and promoting educational and welfare values to children from diverse cultural and linguistic backgrounds.

This article explores the dominant language orientations within the Swedish national curricula for early childhood education and care (ECEC), with a focus on multilingualism, an approach traditionally embraced in Sweden but recently under strain. Through documentary analysis of relevant policy documents over a period of 30 years, the research utilizes Ruíz’ (1984) analytical framework that identifies three orientations towards language in education policies: language-as-a-right, language-as-a-problem, and language-as-a-resource. The findings indicate first that language is seen as a positive resource, and multilingualism has been consistently embedded in curricular policy discourses even though there are shifts in the presence and emphasis of such discourses across time. Second, the differences in how much value is placed on diverse languages used in preschools, and their perceived associated functions, reflect changes in educational and social goals of ECEC. Finally, the findings identify a general shift in policies towards the prioritisation of competence development and Swedish language proficiency for future educational, social, and economic purposes. The article argues for a more comprehensive language policy approach and a policy orientation that helps preschool teachers to value and support multilingualism.

The aim of this study is to examine Swedish policy-making as a response to increased cultural and linguistic diversity in preschools. A revised ECEC curriculum and several inspectorate reviews with a focus on quality and equity in preschools suggest contradictions and ambiguities around strategies and pedagogical approaches that need to be taken into consideration by policymakers (Persson 2020). These concern, among others, the areas of language development and promotion of multilingualism in the preschool (Björk-Willén 2018; Sandell Ring 2021). The theoretical framework for this study draws upon conceptual approaches to diversity and on Carol Bacchi's (2009) 'problem representation' approach. The analysis draws on a review of policy texts and eight semi-structured interviews that were conducted with high-level policy actors. The data were analyzed through a thematic approach combined with an analysis of discourses (Alexiadou, 2001). Written information about the study was given to the participants. Issues of consent and anonymity of the procedure were communicated in advance according to the Swedish Research Council (SRC, 2017).The policy agenda identifies increased participation at preschools and language support in the Swedish language as core priorities. Yet, policy actors in different state agencies identify challenges in the implementation process that result in a lack of equity in preschools due to; (a) segregation (b) lack of trained teachers and (c) uneven distribution of resources. These findings suggest implications for describing and mapping the contemporary policy formation in relation to culturally and linguistically diverse Swedish preschools.